Interpersonal Attributes Research Articles

Translation, cross-cultural adaptation and scale validation to assess professionalism among medical students

Introduction: the professionalism of the physician should be present not only in the technical attributes, such as decision making and clinical reasoning, but also personal and interpersonal attributes, such as empathy, ethics, commitment, sense of social responsibility, altruism, teamwork and confidentiality. However, these attributes should be worked already during the medical course and includes the need to be assessed. Objective: To translate, cross-culturally adapt and validate a scale to assess professionalism in medical students. Method: We conducted a methodological validation study of the Professionalism Assessment Scale for Medical Students developed in Slovenia and authorized by the main author. The study was developed in four phases: translation and retranslation phase; cross-cultural adaptation phase; test and retest phase; and final application phase of the scale. The study population in the final phase consisted of a medical student and the sample was of convenience. The questionnaire was developed through the open LimeSurvey software and available via link in social networks. Data analysis was performed in Epi Info 7.2.4.0 and study approved by the institution’s Research Ethics Committee. Results: 82 students participated, with a mean age of 21 years (SD = 1.8) and predominance of males. Before answering the Professional Assessment Scale (PAS), 73.2% said they knew how to define what professionalism was and 47.3% said they had a medical relative. Participants achieved very high PAS scores, with only 4 participants (4.88%) scoring less than 100. The mean score was 107 on a scale of no more than 110 points. The PAS presented a Cronbach alpha coefficient of 0.7. Conclusion: The study revealed that the students of the educational institution have a high degree of professionalism and the validation of the scale in its final stage reached an acceptable level of reliability and can be used in other studies.

Toward the Dynamic Relationship Between AI Transparency and Trust in AI: A Case Study on ChatGPT

This study examines the relationship between transparency and trust in AI. Traditional interpersonal trust attributes are considered mediators between transparency and trust. However, in the context of AI, the role of trust attributes has been redefined. Transparency is divided into accuracy, clarity, and disclosure, whereas trust in AI is identified through functionality, helpfulness, and predictability. The survey analysis and experimental evidence revealed the dynamic relationships between these factors. Accuracy and clarity influence the overall trust in AI by alleviating distrust only when interacting with functionality and helpfulness, respectively. Furthermore, predictability serves as a mediator, diminishing the mistrust between AI transparency and the overall trust in AI. The human capability to interpret information provided by AI transparency enhances this mediation. This study not only enhances understanding within the AI domain but also contributes significantly to the nuanced comprehension of the complex relationship between AI transparency and trust in AI, expanding previous simplistic interpretations.

What Is So Great about Inpatient Rehabilitation from the Patient Experience Perspective: Qualitative Content Analysis of an Appreciative Inquiry during a Bedside Experience Rounding.

Positive person-centered attributes of inpatient rehabilitation need to be identified from the patient's perspective to be further developed and sustained. To identify which attributes patients openly evoke as being great care experiences, using an open appreciative inquiry during the inpatient rehabilitation stay. Qualitative secondary analysis of appreciative patient comments during a bedside patient experience rounding facilitated by a neutral party was performed. Two independent analysts employed an inductive, summative form of content analysis. Among 150 patients rounded, 122 provided categorizable appreciative accounts. Over two-thirds of the patients (67.2%) focused on "staff attributes" in their great-experience accounts. Those attributes were mostly interpersonal such as being "attentive & caring-beyond clinical duty" and being "encouraging (but not too hard) & reassuring". These interpersonal staff attributes were reported with words showing deep levels of personal significance or patient appreciation. Beyond staff attributes, the perceived quality of "patient care" (31.1%) and opportunities for "leisure and social activities" (9.0%) were also frequently evoked. Amenities like food or customer service were the least evoked, rarely so as an exclusive attribute (0.8% for each). The human(e) factor, especially the interpersonal qualities of staff, emerged as greatly appreciated from the patient experience perspective during inpatient rehabilitation. These experiences help identify which person-centered attributes of care might be further developed and sustained.

Correlation Analysis between Multiple Mini-Interviews during Medical Student Selection and Their Academic Performance

Multiple mini-interviews (MMI) have been used as a tool in the selection of medical students to evaluate their interpersonal and intrapersonal attributes. It is suggested that rigorous evaluation in MMI may predict academic performance during medical training. Thus, this study aims to determine the relationship between MMI scores and subsequent academic performance at the end of the preclinical phase. MMI scores for the academic session 2019/2020 intake in Universiti Putra Malaysia were gathered. The dependent variables were the students’ academic performance at the end of the preclinical phase involving the Professional Examination and Professionalism and Personal Development (PPD) course. No significant positive correlation was observed between MMI and total Professional Examination scores. Total MMI and empathy station scores have a weak positive relationship with objective structured clinical examination (OSCE) marks. There was also a significant positive correlation between resilience station scores and PPD peer assessment marks. In contrast, there was a negative correlation between Malay language station scores and the theory component of Professional Examination marks. This study suggests that MMI has the potential to predict in-programme clinical performance and professionalism characteristics. Studies with larger cohorts are essential to support this evidence.

The interplay among trust, reciprocity and commitment factors in facilitating supply chain collaboration: the case of Vietnamese fishery industry

PurposeSupply chain collaboration is increasingly important in today’s competitive business environment. While prior research has acknowledged the role of relationships in facilitating collaboration, few studies have considered inter-personal and inter-organisational attributes simultaneously. This study addresses this gap by investigating these two levels of the manufacturer-supplier relationship in Vietnam’s fishery industry and their impacts on supply chain collaboration.Design/methodology/approachThe study employed a quantitative approach. A questionnaire was distributed to 635 fishery manufacturers in Vietnam by the drop-and-collect method. EFA and CFA were used to assess the reliability and validity of the measurement model, while CB-SEM was employed for structural model assessment and hypothesis testing.FindingsSupply chain collaboration encompasses incentive alignment, collaborative communication, decision synchronisation, and information sharing. All antecedents, including commitment, inter-organisational trust, reciprocity, and inter-personal trust, positively affect collaboration. Inter-personal trust positively influences the other antecedents, and inter-organisational trust enhances commitment. Furthermore, there are partial mediating effects among these relationship attributes. However, no significant moderating effect regarding firm size is observed.Originality/valueThe study extends the social exchange theory to encompass both inter-personal and inter-organisational relationship attributes. Additionally, it pioneers in investigating the interrelatedness of these antecedents. By addressing the research gap in the Vietnamese fishery supply chain, it offers valuable insights for both academics and practitioners, contributing to theoretical understanding and practical implications in supply chain collaboration.

Simulation in admissions interviews: applicant experiences and programmatic performance prediction

Background: Admissions interviews are frequently used to assess personal and interpersonal attributes required for successful medical practice. Using simulation in interviews to engage applicants in realistic medical scenarios to assess these attributes is novel. This study evaluates applicant perceptions of simulation within multiple mini-interviews (MMI) and reports on subsequent student program performance. Methods: Physician assistant (PA) program applicants were invited to complete an anonymous post-interview survey that included one free-response question about their admissions experience. We chose to qualitatively analyze the free-response question. Additionally, success metrics of students who experienced simulation-based MMI were compared to prior cohorts who were admitted using traditional interviews. Results: Applicants undergoing simulation-based interviews in MMI had decreased incidences of major professionalism events, greater on-time program progression, and similar board pass rates compared to applicants who experienced traditional interviews. Several themes, highlighting the applicants’ varied responses to the simulation-based MMI, emerged including showcasing strengths and passion, feelings of fairness, accessing program faculty, and impacts on certainty. Conclusions: The use of simulation in admissions interviews is a valuable tool for assessing an applicant’s personal attributes in a clinical setting. Applicants admitted using simulation had improved programmatic performance compared to applicants admitted using traditional interviews. Applicants’ perceptions of simulation in interviews are helpful when designing the admissions experience.

Evaluating conflict in collaborative environmental governance: A study of environmental justice councils

AbstractThe formal engagement of diverse stakeholder groups in environmental policy design and implementation is increasingly common. While engaging diverse stakeholders in common fora can help address complex environmental dilemmas, insofar as different stakeholders have varying perspectives and resources to contribute, this same variance can lead to intractable conflicts. While policy scholars have developed various conceptual approaches to understanding conflict in the policy process, few scholars have applied conceptual approaches to understand how policy conflicts are reflected in interpersonal communications among diverse stakeholders. In this article, we draw on environmental justice council meeting minutes and use qualitative, computational, and statistical methods to analyze, over time: (i) the extent and severity of policy conflict observed among council actors; (ii) the association between actor‐level attributes and conflict, as conveyed in two‐way communication between actors; (iii) the association between actor's sector and change in conflict; and (iv) variation in conflict across council activities. By exploring the overtime association between policy conflict and attributes of policy actors (e.g., sectoral affiliation and interpersonal attributes), our analysis addresses not only the influence of the number of interactions for an actor at the meeting but also how they are interacting at the meeting by leveraging their position in the meeting communication network. Our article contributes to the study of the public policy process and collaborative governance, drawing attention to how conflict materializes in a collaborative forum engaged in policy making.

Radiography students’ perceptions of the attributes required for clinical educators

IntroductionA clinical educator (CE) is responsible for the clinical training and supervising of students to acquire skills and knowledge during Work Integrated Learning (WIL). The CE can have a positive or negative influence on students depending on their clinical and interpersonal attributes. The purpose of this qualitative exploratory-descriptive and contextual study was to explore and describe students' perceptions regarding the attributes of their CEs upon the successful implementation of the degree programme at the HEI. MethodsEighteen radiography students studying at the HEI in South Africa, from 4 disciplines namely, diagnostic radiography, nuclear medicine technology, diagnostic ultrasound and radiation therapy participated in the study. The data collection tool was unstructured interviews. Data was collected through in depth in-person and online interviews and was analysed using thematic analysis. ResultsThe study revealed four themes highlighting the students need for CEs who possess personality traits that foster and enhance their performance. These CEs should establish an environment conducive to productive learning for students, encourage learning within the context of workplace-based learning, seamlessly integrate theoretical knowledge into clinical practice and consistently exhibit professional attributes. ConclusionThe findings from the study emphasize how the attributes and personality of CEs can significantly influence students experiential learning (WIL). The presence of a strong moral connection between students and CEs was considered a crucial aspect for successful clinical learning.

Role of Peer Assessment in Modifying Professional Behavior among Phase 1 Medical Undergraduates: A Prospective Interventional Study

Abstract Background: India’s competency-based medical education curriculum has now included professionalism as a core competency for medical graduates. However, assessing professionalism and interpersonal skills remains challenging. This study explores the impact of peer assessment (PA) on MBBS first-phase students’ professional behavior and its association with gender and academic performance. Methodology: We conducted a prospective interventional study. Over three iterations which were done at the interval of 1 month, each student evaluated six peers using the “Rochester PA tool” comprising 15 standardized items. Statistical analysis employed t-tests, Chi-square tests, analysis of variance, and correlation tests. Results: Hundred and forty students were enrolled and their responses were analyzed. “Unable to answer” responses significantly decreased over time (P < 0.0001), particularly when students did not consider peers as close friends (P < 0.001). PA scores remained stable over three timelines, but in the first and second iterations, females received higher scores for all the factors except for intrapersonal attributes. Academic grades correlated positively with PA scores for work habits, global items, and overall performance but not for interpersonal attributes. Conclusions: This study highlights PA as a valuable training tool for inculcating an understanding of professionalism among medical students in early years of MBBS course. We did not find any improvement in the professional behavior after repeated implementation of PA probably because the gap between the two evaluations was insufficient to bring about noticeable behavioral changes. Further research is required to explore if early introduction of such assessments in medical school can nurture the professional development leading to improvement in the accuracy of later peer evaluations.

Getting along and getting ahead: voice trails of status pursuit

PurposeIntegrating individual and relational centric voice literature, the authors draw on self-presentation theory to analyse the role of status pursuit in employee voice. Status pursuit is believed to be ubiquitous as it is linked to access to scarce resources and social order pecking.Design/methodology/approachThe authors present a cross-level conceptual model outlining relational nuances of employee status pursuit that drive upward voice.FindingsThe model integrates status pursuit with peer- and leader-related facets, focusing on three targets of voice: immediate leader (supervisor), diagonal leader (supervisor of another team/unit) and co-workers. The model highlights how employee voice can be directed to diverse targets, and depending on interpersonal attributes, how it serves as underlying links for upward voice.Originality/valueWhile employee voice can help to address important workplace concerns, it can also be used to advance employees' self-interest. Though there is a wealth of research on the importance of employee voice to organisational performance and individual wellbeing, especially through collective representation such as trade unions, there is a lack of literature on how employees navigate the social-relational work setting to promote their interests and develop status.

Serious games to assess university students’ soft skills: investigating the effectiveness of a gamified assessment prototype

ABSTRACT Soft skills are interpersonal, communication, and personal attributes that enable individuals to interact effectively with others in personal and workplace settings. Despite the significance of soft skills for career success, these skills are not necessarily taught in traditional academic settings. Consequently, education institutions must adopt innovative teaching strategies to stimulate student interest and encourage the learning of appropriate soft skills for the job market. This research focuses on developing an online serious game prototype, assessing the students’ familiarity with one specific soft skill (emotional intelligence), and verifying if this online digital prototype will produce performance results comparable with the onsite analogic version of the game. The final testing phase of the game prototype was conducted at the University of Bari in two parts, namely online and onsite tests. For the testing, 394 students took part, where 173 participated in the onsite analogic experience (before the lockdown) and 221 in the online serious game-based experience (during the lockdown). Various statistical techniques were performed to evaluate the prototype's effectiveness in assessing the competencies derived from the Goleman emotional intelligence model. The study has implications for the development and use of serious games in imparting training and assessment of emotional intelligence.

Nurses’ perceptions of the skills, knowledge and attributes required to optimise scope of practice and improve access to care for people experiencing homelessness in Australia: A cross-sectional study

BackgroundPeople experiencing homelessness are less likely to access healthcare, particularly primary and preventive care. Nurses are well placed to improve access to healthcare for this vulnerable population.AimTo explore nurses’ perceptions of the skills, knowledge and attributes required to optimise scope of practice and improve access to healthcare for people experiencing homelessness, to underpin an education framework.DesignA cross-sectional national survey of nurses in Australia.MethodsPart of a larger study, a 222-item electronic survey was disseminated via social media and nursing colleges and associations. Participants rated the level of priority of specific skills knowledge and attributes to optimise nurses’ scope of practice and improve access to care for people experiencing homelessness. Quantitative data were analysed descriptively and qualitative data thematically.FindingsThe final analysis comprised n = 67 surveys. Participants were registered nurses (n = 54), nurse practitioners (n = 12) and one enrolled nurse. Items rated as highest priority and used in practice to optimise access to care were interpersonal attributes (n = 66.5, 99%), diagnosing presenting complaints (n = 64, 95%) and interpreting diagnostic test results (n = 63, 93%). Organisationally, support from colleagues (n = 58, 87%), managers (n = 57, 85%) and clear clinical guidelines (n = 46, 69%) are reportedly important. Most participants stated willingness to undertake further education in the care of people experiencing homelessness (93%, n = 62).ConclusionIn developing a nursing education framework to optimise nurses’ scope of practice and improve access to care for people experiencing homelessness, the findings suggest that interpersonal skills, diagnosis and treatment are priority topics.

The most influence factor of the medical competence achievement regarding patient management ability on medical school graduates.

A doctor's professional behavior and clinical competency reflect a range of personal and interpersonal qualities, attributes, commitments, and values. This study aimed to identify the most influential factor of medical competence regarding patient management ability. We used an analytic observational design with a cross-sectional approach, and gathered the perceptions of medical school graduates of Bandung Islamic University via an online questionnaire scored on a Likert scale. Two hundred and six medical graduates who graduated at least 3 years prior to survey were included in the study. The factors evaluated included humanism, cognitive competence, clinical skill competence, professional behavior, patient management ability, and interpersonal skill. IBM AMOS ver. 26.0 (IBM Corp., Armonk, USA) was used for structural equation modelling of the six variables latent and 35 indicator variables. We found that graduates have highly positive perceptions of the humanism (95.67%). Followed by interpersonal skills (91.26%), patient management (89.53%), professional behavior (88.47%), and cognitive competence (87.12%). They rated clinical skill competence the lowest (81.7%). Regarding factors that contribute to patient management ability, the aspects of humanism, interpersonal skill, and professional behavior were found to significantly affect patient management ability (p-value=0.035, 0.00, and 0.00, respectively) with a critical rate of 2.11, 4.31, and 4.26 consecutively. Humanism and interpersonal skill are two important factors that medical graduates assessed very positively. According to surveyed medical graduates, their expectations of the institution were met regarding humanism. However, there is a need to strengthen medical students' clinical skills and improve their cognitive abilities through educational programs.

Hard Exterior, Soft Interior: Skill Regulation and Employer Control over Migrant Worker Selection Policy in Australia

Abstract This paper utilises a regulatory analysis of skilled visas and insights from labour law scholarship to examine how Australian immigration law regulates ‘skill’ and the implications for migrant workers’ employment relationships. While qualifications or ‘hard skills’ act as the formal basis for selection under Australian immigration law, interpersonal attributes associated with ‘soft skills’ often decide who employers recruit. Immigration regulations that allow employers discretion to recruit based on soft skills widen scope for employer misuse and migrant worker exploitation, including for those on high-skilled visas, and for diversity bias against women and ethnic minorities. Our major theoretical contribution is to highlight how immigration laws that give employers discretion over the criteria used in skilled immigration selection intensify power imbalances within the contract of employment. The regulatory definitions of skill constructed by immigration law can thus serve as an additional lever of employer control. The findings indicate that precise regulation of skill is necessary to limit the potential for employers to exert undue control over migrants in worker selection processes.

Staff responses to self-harm by children and young people in mental health inpatient settings: Experiences and views of children and young people, parents and staff.

This study aimed to understand the views of children and young people (CYP), parents and staff on how staff should respond to incidents of self-harm carried out by CYP in mental health inpatient settings. Semi-structured interviews were conducted with CYP (n = 6), parents (n = 5) and mental health professionals (n = 6) with experience of this issue. Data were analysed using reflexive thematic analysis. Two superordinate themes were identified: (1) The threshold for intervening; and (2) Interpersonal attributes of staff. There was general agreement among participants about the interpersonal skills that staff should possess to work safely and effectively with this population. There was disagreement between staff and parent participants about the appropriate threshold for using restrictive interventions to manage incidents of self-harm for this group. Our findings suggest that further work is needed to develop effective approaches for addressing self-harm in this population which are considered acceptable to all key stakeholders. The results of this study could be used to inform future intervention development.

Doctor Attributes That Patients Desire during Consultation: The Perspectives of Doctors and Patients in Primary Health Care in Botswana.

Doctor attributes contribute significantly to the quality of the doctor-patient relationship, consultation, patient satisfaction, and treatment outcomes. However, there is a paucity of research on this topic in many settings in developing countries, including Botswana, where accessibility and availability of care itself are a challenge. The study examined doctor attributes that patients in Botswana desire from the perspectives of doctors and patients in selected public clinics located in four health districts of Botswana. We used a qualitative design and conducted face-to-face interviews with 32 adult patients and 17 doctors selected through the purposive sampling technique. Interviews were audio-recorded and transcribed. Data analysis followed the six steps of qualitative thematic data analysis. We found both discordance and congruence between the doctors and patients on key attributes that patients desire in a doctor during consultation. Both agreed that effective communication and listening skills were key desirable doctor attributes that improve the doctor-patient relationship. Conducting the consultation in the language of the patients enhances effective communication. Doctors cited clinical expertise and competence as key desirable doctor attributes, whereas patients cited interpersonal and social attributes including kindness, empathy, and respect as key doctor attributes that increase trust in the doctor. However, patients expected the doctor to have clinical knowledge, which they perceived as essential to improve doctor-patient interaction and health outcomes. The findings highlight a need to enhance the interpersonal and communication skills of doctors to improve the quality of doctor-patient interactions. To optimise and enhance the consultation, continuing professional development should be adopted as a strategy to improve the communication and interpersonal skills of doctors.

Multidisciplinary Approach: Impact on Multicultural Education of Learners

A holistic and multidisciplinary approach consisting of curriculum integration and attempts to connect different domains of study for explaining a subject, theme or issue. It is worth to mention about NEP 2020 that this policy is flexible in the sense that it integrates arts and sciences, curricular and co-curricular activities as well as vocational and academic streams. It further throws light on creative and multidisciplinary curriculum including humanities, arts, craft, music, drama, languages, culture, health and sports well-being, in addition to science and mathematics,. The concusion is drawn that this policy has true essence of Man- making Education from Swami Vivekananda philosophy, Integral Education of Sri Aurobindo’s ideology, and Basic Education of Mahatma Gandhi’s philosophy. The policy recognizes soft skills like integration, communication, adaptability, cooperation, leadership, accountability, empathy etc as ‘life skills’. The mastery and proficiency in a particular filed of knowledge as ‘hard skills’ are also necessary to attain growth in any student’s life. The combination of both the skills make a good balance between knowledge and interpersonal attributes. In this way, multi-disciplinary approach is helpful for students to develop academic expertise with vital leadership skills boosting their career. To address the issues of teaching and research and to produce competent leaders, NEP 2020 provides an insight for holistic and multidisciplinary education, the aim to which is to develop all abilities among pupils like physical, social, emotional and moral. NEP 2020 proposes an approach of holistic and multidisciplinary education of all undergraduate programs such as in professional, technical, as well as in vocational disciplines.

Validity of constructed-response situational judgment tests in training programs for the health professions: A systematic review and meta-analysis protocol.

Situational judgments tests have been increasingly used to help training programs for the health professions incorporate professionalism attributes into their admissions process. While such tests have strong psychometric properties for testing professional attributes and are feasible to implement in high-volume, high-stakes selection, little is known about constructed-response situational judgment tests and their validity. We will conduct a systematic review of primary published or unpublished studies reporting on the association between scores on constructed-response situational judgment tests and scores on other tests that measure personal, interpersonal, or professional attributes in training programs for the health professions. In addition to searching electronic databases, we will contact academics and researchers and undertake backward and forward searching. Two reviewers will independently screen the papers and decide on their inclusion, first based on the titles and abstracts of all citations, and then according to the full texts. Data extraction will be done independently by two reviewers using a data extraction form to chart study details and key findings. Studies will be assessed for the risk of bias and quality by two reviewers using the "Quality In Prognosis Studies" tool. To synthesize evidence, we will test the statistical heterogeneity and conduct a psychometric meta-analysis using a random-effects model. If adequate data are available, we will explore whether the meta-analytic correlation varies across different subgroups (e.g., race, gender). The findings of this study will inform best practices for admission and selection of applicants for training programs for the health professions and encourage further research on constructed-response situational judgment tests, in particular their validity. The protocol for this systematic review has been registered in PROSPERO [CRD42022314561]. https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022314561.

Project Manager Competencies for Dealing with Socio-Technical Complexity: A Grounded Theory Construction

An ongoing question is what constitutes the characteristics of a project manager. This is the subject of many studies. The characteristics, skills, abilities and knowledge of project managers—essential factors in a project’s success—describe their level of competency. This study aims to assess the relationship between project manager competencies and project complexity in the information technology (IT) sector. In total, 21 semi-structured interviews were conducted with senior practitioners associated with complex IT projects in the private and public sectors. All transcripts were analysed through grounded theory and content analysis, with experts approving the results. Our study identified 41 competencies within project complexity, with these grouped under the following 10 dimensions: project management (PM) knowledge; management skills; interpersonal skills and attributes; professionalism; expertise; emotional skills; contextual skills; influencing skills; team working; and cognitive skills. According to this research, leadership is the core competency of a project manager, while project management knowledge is the most essential of these competency dimensions. This study’s findings can assist both academics and practitioners in simplifying the complexity of projects and helping to achieve a project’s objectives.

Personality and Compassion for Animals

ABSTRACT People vary in their compassion for animals, likely due in part to more variation in more basic personality and interpersonal behavior attributes. Previous research has generally suggested that more communal and agreeable people also tend to be more compassionate to animals. However, this research is limited regarding the range and depth of individual differences used to examine this issue. The goal of this preregistered study was to extend previous research by examining associations between compassion for animals and a wider range of variables than has been previously examined. In a representative sample of American adults (n = 992), we tested associations between compassion for animals and (a) Big Five personality trait domains, (b) Big Five trait aspects, (c) maladaptive Big Five trait domains, (d) interpersonal values, and (e) interpersonal problems. Results supported our hypothesis that compassion for animals is related to communion/agreeableness and openness to experience. Consistent with our hypotheses, the compassionate aspect of agreeableness drove correlations with that trait. Contrary to our hypotheses, maladaptive antagonism was not more strongly related to compassion for animals than normal-range agreeableness. The results provide a fuller portrait of the personological foundation of compassion for animals. Specifically, people who are more communal/agreeable and open tend to be more compassionate toward animals. This suggests that personality-related patterns of behavior among humans extend to human-animal interactions. Results also provide a basis for future work examining the mechanisms underlying human compassion for animals.